Gender Differences in Attitudes towards Learning Oral Skills Using Technology

Autor/inn/en	Harb, Jibrel; Abu Bakar, Nadzrah; Krish, Pramela
Titel	Gender Differences in Attitudes towards Learning Oral Skills Using Technology
Quelle	In: Education and Information Technologies, 19 (2014) 4, S.805-816 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-013-9253-0
Schlagwörter	Gender Differences; Technology Uses in Education; Influence of Technology; Speech Skills; Skill Development; Statistical Analysis; Anxiety; Self Efficacy; Confidence Testing; Pretests Posttests; College Students; Language Acquisition; Achievement Gains; Student Attitudes; Language Attitudes; Language Aptitude; Course Evaluation; Instructional Effectiveness; Foreign Countries; Jordan + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mündliche Leistung; Sprachfertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Statistische Analyse; Angst; Self-efficacy; Selbstwirksamkeit; Collegestudent; Sprachaneignung; Spracherwerb; Achievement gain; Leistungssteigerung; Schülerverhalten; Sprachverhalten; Sprachbegabung; Spracheignung; Unterrichtserfolg; Ausland
Abstract	This paper reports a quantitative study on gender differences in attitudes when learning oral skills via technology. The study was conducted at Tafila Technical University, Jordan, with 70 female and 30 male students, to find out if female students are better and faster in learning a language than male. Specifically, it seeks to investigate differences in attitudes between females and males in terms of practicality, confidence and anxiety. The results of the study show that there were no significant differences between female and male students when comparing the pre- and post-test mean scores. Both genders establish the same levels of attitudes before and after undergoing this course, which suggests that the exposure to language learning using technology did not contribute to any significant gender inequality. The paired sample t-test results showed improved attitudes toward learning oral skills in both females and males. The study also indicates female and male improvement in the anxiety dimension showing that their initial strong apprehension toward this course was greatly reduced at the end of the course. In terms of confidence, female showed better enhanced confidence level than male at the end of the course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01